NAAC : CRITERIA

QUALITY INDICATOR FRAMEWORK (QIF) : CRITERIA BASED ASSESSMENT 

7 criteria representing core functions and activities to serve as basis for assessment:

1. Curricular Aspects

2. Teaching-Learning and Evaluation 

3. Research, Innovations and Extension

4. Infrastructure and Learning Resources

5. Student Support and Progression 

6. Governance, Leadership and Management 

7. Institutional Values and Best Practices 

Criteria with Key Indicators (KIs):

Criterion 1: Curricular Aspects 

Criterion 1 pertains to the practices of an institution in initiating a wide range of program options and courses that are in tune with the emerging national and global trends and relevant to the local needs.

Apart from issues of diversity and academic flexibility, aspects on career orientation, multi-skill development, feedback system and involvement of stakeholders in curriculum updating are also gauged.

1.1 Curriculum Planning and Implementation

 The curriculum is operationalized within the overall framework provided by the university, carried out depending on resource potential, institutional goals and concern, etc. and based on values emphasized. 

1.2 Academic Flexibility 

Refers to the freedom in the use of the time-frame of the courses, horizontal mobility, inter-discipliary options and others facilitated by curricular transactions. 

Other KIs:

-- Supplementary enrichment programs

-- Credit system and choice offered in the curriculum

1.3 Curriculum Enrichment

Holistic development of students as main purpose (through dynamic and updated curricular inputs)

Provision for value-added courses and activities such as gender, environment and sustainability, human values and professional ethics, development of creative and divergent competencies. 

1.4 Feedback System 

Feedback from stakeholders,  based on recentdevelopments, 

For revision and redesign of curricula 

Analyzing of feedback and identifying and drawing pertinent pointers to enhance the learning 

Criterion 2: Teaching-Learning and Evaluation 

Pertains to the efforts of an institution to serve students of different backgrounds and abilities, through effective teaching-learning experiences. 

Interactive instructional techniques that engage students in higher order 'thinking' and investigation, through the use of

Interviews 

Focused group discussions 

Debates

Projects

Presentations

Experiments 

Practicum

Internship 

Application of ICT resources 

It also probes into the adequacy, comptence as well as the continuous professional development of the faculty.

Evaluation of the performance of teachers. 

2.1 Student enrolment and profile

Enrolment complying with the norms of the concerned regulatory/governing agencies including state and central governments.

Representation of student community from different geographical areas and socio-economic, cultural and educational backgrounds. 

2.2 Catering to student diversity

To satisfy the needs of the students from diverse backgrounds including backward community as well as from different locales. 

Special efforts to bring in students from special categories, reach out to their special learning needs by initial assessment of their learning levels.

To understand possible variations over years and how and what is done with such students. 

2 3 Teaching-learning process 

The learner-centered education through appropriate methodologies such as participative learning, experiential learning and collaborative learning modes.

Interactive and participatory approaches create a feeling of responsibility in learners and make learning a process of construction of knowledge. 

Use of digital resources makes learning more individualized, creative and dynamic. 

Teacher readiness to draw upon such recently available technology supports and also the initiative to develop such learning resources to enrich teaching-learning. 

Teacher's familiarity with Learning Management Systems (LMSs) and other available e-resources and how to incorporate them in one's scheme of teaching-learning. 

2.4 Teacher profile and quality 

Quality as qualification, characteristics, adequacy of recruitment procedures, faculty availability, professional development and recognition of teaching abilities.

Teachers take initiative to learn and keep abreast with the latest developments to innovate, continuously seek improvement in their work and strive for individual and institutional excellence. 

2.5 Evaluation process and reforms

Issues related to assessment of teaching, learning and evaluative processes and reforms. 

Purpose is to provide development-inducing feedback and enhance the competence of students. 

Assessment of how well the examination system actually tests the PSOs and COs, quality of questions, extent of transparency in the system, extent of development inducing feedback system, regularity in the conduct of examinations and declaration of results as well as the regulatory mechanisms for prompt action on possible errors.

2.6 Student performance and learning  outcomes 

Seen as the realization of learning outcomes which are specifications of what a student should be capable of doing on successful completion of a course and/or a program. 

2.7 Student satisfaction survey 

Experiences 

Comfort feeling 

Intellectual stimulation the learning situations provide. 

HEI to resort to a sample survey on a formalized basis to capture this feature. 

Criterion 3: Research, Innovations and Extension 

Seeks information on policies, practices and outcomes of the institution.

Deals with the facilities provided and efforts made by the institution to promote a 'research culture '.

The institution has the responsibility to enable faculty to undertake research projects useful to the society. 

Serving the community through extension is a social responsibility. 

3.1 NA

3.2 Resource mobilization for research 

To provide support in terms of financial, economic and human resources required and timely administrative decisions to enable faculty to submit project proposals and approach funding agencies for mobilizing resources for research. 

Supporting the faculty for submitting research projects and securing external funding through flexibility in administrative processes and infrastructure and academic support is crucial. 

To encourage the staff to engage in interdisciplinary and interdepartmental research activities and resource sharing. 

3.3 Innovation ecosystem 

To reate an ecosystem for innovation including incubation centre and other initiatives for creation and transfer of knowledge. 

To conduct workshops/seminars on IPR and Industry-Acadeima Innovative practices. 

To commend awards for innovation won by institution/teachers/ research scholars/students. 

To incubate start-ups.

3.4 Research publications and awards

Quality research outcome is beneficial for the discipline, society, industry, region and the nation. 

Sharing of theoretical and practical findings of research through various media enhances quality of teaching and learning. 

Research acumen is an evolving feature reflecting various research output with clear records such as doctoral, postdoctoral projects, inventions and discoveries, number of patents obtained and number of research publications. 

3.5  NA

3.6 Extension activities 

Developing sensitivities towards community issues, gender disparities, social inequity etc. and in inculcating values and commitment to society. 

Affiliation and interaction with groups or individuals who have an interest in the activities of the institution and the ability to influence through actions, decisions, policies, practices or goals of the organization. 

The processes and strategies inherent in such activities relevantly sensitize students to the social issues and contexts.

Sustainable practices of the institution lead to superior performance which results in successful outcomes in terms of generating knowledge useful for the learner.

Extension is also the aspect of education which emphasizes community services. These are integrated with curricula as extended opportunities, intended to help, serve, reflect and learn. 

The curriculum-extension interface has better educational value in rural India. 

3.7 Collaboration 

Can maintain a closer contact with the work field.

Helps keep the academic activities in a more realistic perspective and expand the scope of learning experiences to students.

Can be sought with academic institutions or industry or other agencies of professional and social relevance. 

The range of activities could include training, student exchange, faculty exchange, research and resource sharing, among others.

Criterion 4: Infrastructure and Learning Resources 

The adequacy and optimal use of the facilities are essential .

Expansion of facilities to meet future development is another concern. 

4.1 Physical facilities 

The growth of infrastructure has to keep pace with the academic developments in the institution. 

Other supportive facilities to contribute to the effective ambience for curricular, extra-curricular and administrative activities. 

A provision of expenditure in the budget is made annually for maintenance and replenishment of physical facilities. 

4.2 Library as a learning resource 

Library holdings as books, journals and other learning materials and technology aided learning mechanisms for the learner to require information, knowledge and skills. 

Availability of digital means.

Automation of library using the ILMS, use of e-journals and books, providing remote access to e-resources are necessary. 

Provision and utilization are important indicators. 

4.3 IT infrastructure 

Adopting policies and strategies for adequate technology deployment and maintenance. 

Adequate availability of the ICT facilities and other learning resources for academic and administrative purposes. 

Deployment and employment of ICTs for a range of activities. 

Staff and students having access to technology and information retrieval in current and relevant issues. 

4.4 Maintenance of campus infrastructure 

Regular maintenance and periodic replenishment of infrastructure is essential. 

Necessary that the institution has sufficient resources allocated for regular upkeep of the infrastructure. 

Effective mechanisms for the upkeep of the infrastructure facilities. 

Criterion 5: Student Support and Progression

Efforts--

To provide necessary assistance to students. 

To enable them to acquire meaningful experiences for learning at the campus. 

To facilitate their holistic development and progression.

To look into student performance and alumni profiles and the progression of students to higher education and gainful employment. 

5.1 Student support 

To facilitate mechanisms like guidance cell, placement cell, grievance redressal cell and welfare measures.

Specially designed inputs to the needy students with learning difficulties. 

Provision for bridge and value added courses in relevant areas.

To have a well structured, organized guidance and counseling system in place.

Students benefitted through scholarships, freeships and other means to be identified. 

5.2 Student progression 

To remain concerned with student progression to higher studies and/or to employment.

To identify the reasons for poor attainment and plan and implement remedial measures. 

To have sustainable good practices that facilitate optimal progression. 

To have institutional provisions to facilitate vertical movement of students from one level of education to the next higher level or towards gainful employment. 

To identify the students qualifying for state/ national/international level exam or competition. 

5.3 Student participation and activities 

To promote inclusive practices for social justice and better stakeholder relationships. 

To promote value-based education for inculcating social responsibility and good citizenry amongst student community. 

To have the required infrastructure to promote active participation of the students in social, cultural and leisure activities. 

Encouraging students' participation in activities facilitates developing various skills and competencies and foster holistic development. 

5.4 Alumni engagement 

To have an Alumni Association and nurture the association/chapters to facilitate them to contribute significantly to the development of the institution through financial and non-fianancial means.

Criterion 6: Governance, Leadership and Management 

To evolve policies and practices in the matter of planning human resources, recruitment, training, performance appraisal, financial management and the overall role of the leadership. 

6.1 Institutional vision and leadership 

Effective leadership by setting values and participative decision-making process.

To achieve the vision, mission and goals of the institution. 

To build the organizational culture. 

Formal and informal arrangements in the institution to co-ordinate the academic and administrative planning and implementation. 

6.2 Strategy development and deployment 

The functions of the institution and its academic and administrative units are governed by the principles of participation and transparency. 

Formulation of development objectives, directives and guidelines with specific plans for implementation by aligning the academic and administrative aspects to improve the overall quality of the institutional provisions. 

6.3 Faculty empowerment strategies 

The process of planning human resources including recruitment, performance appraisal and planning professional development programs and seeking appropriate feedback, analysis of responses form the basis of planning. 

Efforts are made to upgrade the professional competence of the staff.

There are mechanisms evolved for regular performance appraisal of the staff. 

6.4 Financial management and resource mobilization 

Budgeting and optimum utilization of finance as well as mobilization of resources. 

There are established procedures and processes for planning and allocation of financial resources. 

Development of strategies for mobilizing resources and ensuring transparency in financial management of the institution. 

The income and expenditure are subjected to regular internal and external audit. 

6.5 Internal quality assurance system (IQAS)

The internal quality assurance system are self-regulated responsibilities aimed at continuous improvement of quality and achieving academic excellence. 

To have mechanisms for academic and administrative auditing.

To adopt quality management strategies in all academic and administrative aspects. 

To have an IQAC and adopt a participatory approach in managing its provisions. 

Criterion 7: Institutional Values and best practices

To remain relevant in changing national and global contexts.

To be responsive to the emerging challenges and pressing issues. 

To have a social responsibility to be proactive in the efforts towards development in the larger contexts.

The above role of the institution is reflected in terms of the kinds of programs, activities, and preferences (values) that it incorporates within its regular functioning.

Every institution has a mandate to be responsive to at least a few pressing issues such as gender equity, environmental consciousness and sustainability, inclusiveness and professional ethics.

To be unique in addressing and evolving practices. 

Every institution faces and resolves various kinds of internal pressures and situations while doing this. Some meaningful practices pertinent to such situations are evolved within the institution and these help smooth functioning and also lead to enhanced impact.

Such practices which are evolved internally by the institution leading to improvements in any one aspect of its functioning-- academic, administrative or organizational, --are recognized as a "best practices".

7.1 Institutional values and social  responsibilities 

To organize gender equity promotion programs. 

To display sensitivity to issues like climate change and environmental issues. 

To adopt environment friendly practices and take necessary actions such as-- energy conservation, rain water harvesting, waste recycling (solid/liquid waste management, e-waste management), carbon neutral, green practices etc.

To facilitate the differently abled (Divyangjan friendliness), effective dealing of location advantages and disadvantages (situatedness), explicit concern for human values and professional ethics etc.

7.2 Best practices 

Any practice or practices that the institution has internally evolved and used during the last few years leading to positive impact on the regular functioning of the institution can be identified as "best practice/s".

These are not any activity prescribed by some authority. 

At some point in time the institution evolves some innovation or a change I some aspect of functioning. It could be in respect of teaching-learning, office practices, maintenance and upkeep of things or dealing with human beings or money matters. But adopting that practice has resolved the difficulty or has brought in greater ease in working in that aspect. 

The "best practices" may pertain to either academic or administrative or organizational aspects of institutional functioning. 

7.3 Institutional distinctiveness 

To be recognized for certain of its attributes which make it 'distinct', or, one of its kind. 

Such attributes characterize the institution and are reflected in all its activities in focus and practice.